A school’s vision is the premise upon which all decisions are based and a guide for the future course of a school. What seems fundamental to improving a school’s learning climate is sharing a common vision (Starratt 2003). By sharing a vision, a cohesive and productive approach in schools is encouraged, which may result in improved achievement. Sound pedagogy is vital for the successful integration of technology in education and without it, student learning will not be maximised. Therefore, in order for schools to promote quality teaching and learning through technology, pedagogical principles must be applied and be part of a school’s vision. This way, the pedagogy underpinning learning will be promoted beyond the classroom walls and will be shared by the principal, teacher, support staff and the wider community. If the vision incorporates the ethos and values of the school, by incorporating technological aims into the vision, schools can address the area of technology integration with a whole school approach. By creating or perhaps modifying a school’s vision, long-term goals can be formulated and strived towards, whether they are focused on updating resources, overhauling planning and assessment procedures or perhaps the pedagogy of good teaching. Through the shared creation of a set of visionary goals for learning, leaders, along with staff, students and communities can define their new digital aims for schooling.
Supporting Change
If sound pedagogy is to be implemented and teaching practice is to change, support must be provided. School leaders have an important role to play in supporting change in schools. Leadership that emphasises the value in improving and updating practice, and enables staff and schools to experiment will assist schools in improving their technology integration. “… People are more likely to embrace change readily if they can see the relevance, if they know how and if they feel supported” (Squire 2001, p. 110). A whole school approach is required to update planning documents so that they incorporate the appropriate use of technology. Schools must ensure that they have sufficient resources and that these are arranged in a way that facilitates collaboration and discussion. This may require teachers to change their classroom arrangement of desks and work-spaces. It may also involve computer labs and other technology resources to be moved and reorganised. Adopting new pedagogical principles will require changing classroom ethos and values. These pedagogical changes will lead to a change in teaching and learning. Many teachers strongly desire to be innovative and excite their learners but may not be sure of the best ways to go about this. Perhaps teachers need to listen to children more and learn from them. Teachers also need to let go of the worry that experimentation will reduce learning time. As students are increasingly proficient in the use of technology, this experimentation may also allow for students to ‘teach’ teachers. This new direction for education requires teachers to remove themselves from the role of ‘knowledge-giver’ and become part of the learning experience. This relationship that could be newly defined between students and teachers is as a ‘”dynamic interchange” (Duhaney 2000, p. 69). In order for pedagogical change to have an impact on teaching and learning, assessment and evaluation procedures will also need appropriate attention. These new methods of assessment must address the learning that takes place as well as the effectiveness of the technology being used.
Professional Development
The creation of school cultures where students and teachers value learning requires “the provision of lifelong learning to all members of a school community…” (Lingard et al. 2003, p. 42). It seems that in the interests of promoting student learning, schools must ensure that teachers have the opportunity to pursue their own learning goals and share new knowledge with others. Structures need to be created which include regular professional development and emphasise teacher learning. But what should this new and ongoing learning encompass? According to UNESCO, professional development should be "concerned with the development of new insights into pedagogy and stimulate an ongoing reflection into one's practice" (UNESCO 2005, p. 61). Teachers must know and understand the pedagogy behind effective teaching and learning. In order for the benefits of sound pedagogy to have a positive impact on student learning, teachers must be able to implement lessons and activities based on effective principles. Not only is pedagogy important, but teachers also require training and development in the use of specific technologies so that they have the required skills. “Any educator wanting to effectively integrate and use ICTs for teaching or learning purposes needs to understand and apply basic pedagogical as well as technological principles” (Richards 2006, p. 239). These technological skills could include the use of a new software program, using a video camera or operating an interactive whiteboard. What is required is training specifically focused on how to use technology to improve student learning. Training and development need not rely on external courses and programs, but instead can use internal resources including teachers. Hoyle and McCormick (cited in Squire 2001) describe the extended professional as one “who learns constantly through a process of action and reflection, who seeks and enjoys collaboration with colleagues and pursues opportunities for professional self-development” (p.111). Hence, the processes of experimentation, discussion, sharing, reflection, practise and the refining of ideas are vital if teachers are to develop. Space, support and time must be committed to these actions if true change is to occur in the implementation of quality technology integration. Through the facilitation of professional learning and by allowing time to collaboratively discuss practice, schools can establish stronger professional communities. Strategies which then enable teacher learning to be shared, can spread the benefits of professional training. Finally, it is important to ensure that staff is moving towards a set of shared goals to result in maximum benefit to students and their learning. This implies that it is ideal to hold the school’s vision at the forefront of all decisions about professional development.
Availability of Resources
In order for students to truly embrace digital learning and the benefits it can offer, technology resources must be available. Funding is a vital pre-requisite for schools to equip themselves with the resources required to integrate technology. This can be challenging for many schools but there are possibilities. There are various scholarship and funding grants available for schools that lack funding. Schools can embrace their wider communities and enlist local businesses and individuals in the quest to obtain sufficient resources. It is also important to note that while schools may not have all the desired equipment, it is worthwhile to use whatever is available at the time. For example, exciting projects can happen with just one digital camera! Ideally, schools will be equipped with at least a class set of computers and a variety of quality software programs. Digital cameras, video cameras, printers, scanners and digital projectors are examples of other types of technology that can be used to great effect in education. The availability of low-cost or free Web 2.0 resources can also be utilised by schools. Not only are equipment and software important, but schools also need technological support. This support could include trouble-shooting assistance, which could be linked with a software or hardware provider, support staff working within the school or perhaps an ICT co-ordinator. It is vital that the care and maintenance of equipment is maintained and that software and hardware are updated regularly.
References
Duhaney, DC 2000, ‘Technology and the Educational Process: Transforming Classroom Activities’, International Journal of Instructional Media, vol. 27, no. 1, pp. 67-72.
Lingard, B, Hayes, D, Mills, M & Christie, P 2003, Leading Learning, Open University Press, Maidenhead.
Richards, C 2006, ‘Towards an integrated framework for designing effective ICT-supported learning environments: the challenge to better link technology and pedagogy’, Technology, Pedagogy and Education, vol. 15, no. 2, pp. 239-255.
Squire, L 2001, 'School Improvement and Professional Development in International Schools', in Blandford, S. & Shaw, M. (Eds.), Managing International Schools, Routledge/Falmer, London.
Implications
Shared Vision
A school’s vision is the premise upon which all decisions are based and a guide for the future course of a school. What seems fundamental to improving a school’s learning climate is sharing a common vision (Starratt 2003). By sharing a vision, a cohesive and productive approach in schools is encouraged, which may result in improved achievement. Sound pedagogy is vital for the successful integration of technology in education and without it, student learning will not be maximised. Therefore, in order for schools to promote quality teaching and learning through technology, pedagogical principles must be applied and be part of a school’s vision. This way, the pedagogy underpinning learning will be promoted beyond the classroom walls and will be shared by the principal, teacher, support staff and the wider community. If the vision incorporates the ethos and values of the school, by incorporating technological aims into the vision, schools can address the area of technology integration with a whole school approach. By creating or perhaps modifying a school’s vision, long-term goals can be formulated and strived towards, whether they are focused on updating resources, overhauling planning and assessment procedures or perhaps the pedagogy of good teaching. Through the shared creation of a set of visionary goals for learning, leaders, along with staff, students and communities can define their new digital aims for schooling.
Supporting Change
If sound pedagogy is to be implemented and teaching practice is to change, support must be provided. School leaders have an important role to play in supporting change in schools. Leadership that emphasises the value in improving and updating practice, and enables staff and schools to experiment will assist schools in improving their technology integration. “… People are more likely to embrace change readily if they can see the relevance, if they know how and if they feel supported” (Squire 2001, p. 110). A whole school approach is required to update planning documents so that they incorporate the appropriate use of technology. Schools must ensure that they have sufficient resources and that these are arranged in a way that facilitates collaboration and discussion. This may require teachers to change their classroom arrangement of desks and work-spaces. It may also involve computer labs and other technology resources to be moved and reorganised. Adopting new pedagogical principles will require changing classroom ethos and values. These pedagogical changes will lead to a change in teaching and learning. Many teachers strongly desire to be innovative and excite their learners but may not be sure of the best ways to go about this. Perhaps teachers need to listen to children more and learn from them. Teachers also need to let go of the worry that experimentation will reduce learning time. As students are increasingly proficient in the use of technology, this experimentation may also allow for students to ‘teach’ teachers. This new direction for education requires teachers to remove themselves from the role of ‘knowledge-giver’ and become part of the learning experience. This relationship that could be newly defined between students and teachers is as a ‘”dynamic interchange” (Duhaney 2000, p. 69). In order for pedagogical change to have an impact on teaching and learning, assessment and evaluation procedures will also need appropriate attention. These new methods of assessment must address the learning that takes place as well as the effectiveness of the technology being used.
Professional Development
The creation of school cultures where students and teachers value learning requires “the provision of lifelong learning to all members of a school community…” (Lingard et al. 2003, p. 42). It seems that in the interests of promoting student learning, schools must ensure that teachers have the opportunity to pursue their own learning goals and share new knowledge with others. Structures need to be created which include regular professional development and emphasise teacher learning. But what should this new and ongoing learning encompass? According to UNESCO, professional development should be "concerned with the development of new insights into pedagogy and stimulate an ongoing reflection into one's practice" (UNESCO 2005, p. 61). Teachers must know and understand the pedagogy behind effective teaching and learning. In order for the benefits of sound pedagogy to have a positive impact on student learning, teachers must be able to implement lessons and activities based on effective principles. Not only is pedagogy important, but teachers also require training and development in the use of specific technologies so that they have the required skills. “Any educator wanting to effectively integrate and use ICTs for teaching or learning purposes needs to understand and apply basic pedagogical as well as technological principles” (Richards 2006, p. 239). These technological skills could include the use of a new software program, using a video camera or operating an interactive whiteboard. What is required is training specifically focused on how to use technology to improve student learning. Training and development need not rely on external courses and programs, but instead can use internal resources including teachers. Hoyle and McCormick (cited in Squire 2001) describe the extended professional as one “who learns constantly through a process of action and reflection, who seeks and enjoys collaboration with colleagues and pursues opportunities for professional self-development” (p.111). Hence, the processes of experimentation, discussion, sharing, reflection, practise and the refining of ideas are vital if teachers are to develop. Space, support and time must be committed to these actions if true change is to occur in the implementation of quality technology integration. Through the facilitation of professional learning and by allowing time to collaboratively discuss practice, schools can establish stronger professional communities. Strategies which then enable teacher learning to be shared, can spread the benefits of professional training. Finally, it is important to ensure that staff is moving towards a set of shared goals to result in maximum benefit to students and their learning. This implies that it is ideal to hold the school’s vision at the forefront of all decisions about professional development.
Availability of Resources
In order for students to truly embrace digital learning and the benefits it can offer, technology resources must be available. Funding is a vital pre-requisite for schools to equip themselves with the resources required to integrate technology. This can be challenging for many schools but there are possibilities. There are various scholarship and funding grants available for schools that lack funding. Schools can embrace their wider communities and enlist local businesses and individuals in the quest to obtain sufficient resources. It is also important to note that while schools may not have all the desired equipment, it is worthwhile to use whatever is available at the time. For example, exciting projects can happen with just one digital camera! Ideally, schools will be equipped with at least a class set of computers and a variety of quality software programs. Digital cameras, video cameras, printers, scanners and digital projectors are examples of other types of technology that can be used to great effect in education. The availability of low-cost or free Web 2.0 resources can also be utilised by schools. Not only are equipment and software important, but schools also need technological support. This support could include trouble-shooting assistance, which could be linked with a software or hardware provider, support staff working within the school or perhaps an ICT co-ordinator. It is vital that the care and maintenance of equipment is maintained and that software and hardware are updated regularly.
References
Duhaney, DC 2000, ‘Technology and the Educational Process: Transforming Classroom Activities’, International Journal of Instructional Media, vol. 27, no. 1, pp. 67-72.
Lingard, B, Hayes, D, Mills, M & Christie, P 2003, Leading Learning, Open University Press, Maidenhead.
Richards, C 2006, ‘Towards an integrated framework for designing effective ICT-supported learning environments: the challenge to better link technology and pedagogy’, Technology, Pedagogy and Education, vol. 15, no. 2, pp. 239-255.
Squire, L 2001, 'School Improvement and Professional Development in International Schools', in Blandford, S. & Shaw, M. (Eds.), Managing International Schools, Routledge/Falmer, London.
Starratt, RJ 2003, Centering Educational Administration, Lawrence Erlbaum & Associates, London.
UNESCO Regional Guidelines on Teacher Development for Pedagogy-Technology Integration (working draft)', <http://unesdoc.unesco.org/images/0014/001405/140577e.pdf> (25 May 2008).